North Carolina Initiative to Enhance Direct Support Professional Workforce Through Strategic Partnership

Introduction: Advancing Sustainable Development Goals Through Workforce Enhancement

The North Carolina Department of Health and Human Services (NCDHHS) and the North Carolina Community College System have initiated a collaborative partnership to launch an Advanced Training Certificate program. This program is designed for current and prospective Direct Support Professionals (DSPs), a workforce essential to community integration and well-being. This initiative directly supports several United Nations Sustainable Development Goals (SDGs), including those focused on health, education, decent work, and reducing inequalities.

The role of a DSP is fundamental to achieving SDG 10 (Reduced Inequalities) and SDG 11 (Sustainable Cities and Communities) by enabling individuals with intellectual and developmental disabilities (I/DD) to live, work, and participate fully in their chosen communities. DSPs provide a spectrum of support, from essential daily tasks to connecting individuals with employment and community resources.

Program Details and Contribution to SDG 4: Quality Education

The pilot program is structured to provide accessible and high-quality vocational training, a key target of SDG 4 (Quality Education). It aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Structure: The certificate consists of two eight-week continuing education courses.
• Accessibility: Sessions will be delivered virtually, removing geographical barriers and expanding access for participants across the state.
• Cost: The pilot program is being offered free of charge to participants.
• Audience: The program is open to both current DSPs seeking to enhance their skills and individuals interested in entering the human services field.

Interested individuals are advised to contact the continuing education office at their preferred pilot campus for registration details. Space is limited.

Implementation and Strategic Partnerships (SDG 17)

This initiative exemplifies SDG 17 (Partnerships for the Goals), showcasing a strategic collaboration between a state government agency and the public education system to address a critical societal need.

1. Pilot Institutions: The program will launch at the following institutions:
   • Stanly Community College
   • Asheville-Buncombe Technical Community College
   • Forsyth Technical Community College
2. Timeline: The pilot courses are scheduled to begin in August or September, with a potential for expansion to additional community colleges in the 2026-27 academic year.

Addressing Workforce Shortages and Promoting SDG 3 and SDG 8

The certificate program is a component of a broader NCDHHS commitment to address the critical shortage of DSPs and to strengthen community-based care infrastructure. This comprehensive approach aligns with SDG 3 (Good Health and Well-being) and SDG 8 (Decent Work and Economic Growth).

• Workforce Campaign: In September 2024, NCDHHS launched a campaign targeting students and underemployed individuals to promote careers in human services, directly contributing to job creation and economic growth under SDG 8.
• Direct Support Professional Workforce Plan: As part of this plan, NCDHHS awarded $3 million in grants to over 140 provider agencies. These funds are designated to improve working conditions and create decent work for DSPs through:
  • Hiring and retention bonuses
  • On-the-job training
  • Childcare assistance

By investing in the DSP workforce, the state not only enhances the quality of care and well-being for individuals with I/DD (SDG 3) but also promotes stable, skilled employment and economic resilience for a vital sector of the workforce (SDG 8).

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 3: Good Health and Well-being

• The article highlights the role of Direct Support Professionals (DSPs) in providing essential health-related support to individuals with intellectual and developmental disabilities. This includes assistance with “daily tasks like bathing, eating and taking medications,” which are fundamental to maintaining good health and well-being. The initiative to address the “critical shortage of DSPs” directly connects to improving access to these essential care services.

SDG 4: Quality Education

• The core of the article is the launch of an “Advanced Training Certificate program” for DSPs. This program is offered through community colleges and is designed to enhance skills. By providing a “free” and virtual “continuing education” program, the initiative promotes accessible and quality vocational training.

SDG 8: Decent Work and Economic Growth

• The program aims to address the “critical shortage of DSPs” by making the career more attractive through training and support. This contributes to creating decent jobs. Furthermore, the article states that DSPs help people with disabilities connect with “employment opportunities,” which promotes productive employment for all, including persons with disabilities. The campaign also targets the “unemployed or underemployed” to bring them into the workforce.

SDG 10: Reduced Inequalities

• The entire initiative is centered on supporting “people with intellectual and developmental disabilities.” The goal is to help them “live, work and thrive in communities of their choice,” which directly addresses the need for social and economic inclusion for persons with disabilities, a key aspect of reducing inequalities.

SDG 17: Partnerships for the Goals

• The article explicitly states that the program is a result of a partnership between the “North Carolina Department of Health and Human Services and the North Carolina Community College System.” This collaboration between two public institutions to achieve a common goal is a clear example of a partnership for sustainable development.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.8: Achieve universal health coverage, including financial risk protection, access to quality essential health-care services…
   • The article addresses this by aiming to increase the number of DSPs who provide “in-home care and community-based services,” which are essential health-care services for individuals with disabilities.
2. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education…
   • The “free” certificate program offered through community colleges is a direct effort to provide affordable and accessible vocational training.
3. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • The “Advanced Training Certificate program” is specifically designed to provide current and prospective DSPs with enhanced, relevant skills for their profession.
4. Target 8.5: By 2030, achieve full and productive employment and decent work for all… including for young people and persons with disabilities…
   • The initiative supports decent work for DSPs and also mentions that DSPs help connect people with disabilities to “employment opportunities.”
5. Target 8.6: By 2030, substantially reduce the proportion of youth not in employment, education or training.
   • The recruitment campaign specifically targets “high school and community college students and people who are unemployed or underemployed” to move them into training and employment.
6. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… disability…
   • The program’s ultimate goal is to help people with disabilities “live, work and thrive in communities of their choice,” which is the definition of social and economic inclusion.
7. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships…
   • The collaboration between the “North Carolina Department of Health and Human Services and the North Carolina Community College System” is a direct example of an effective public-public partnership.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Number of participating educational institutions: The article states the pilot program is being offered at “Stanly Community College, Asheville-Buncombe Technical Community College and Forsyth Technical Community College” with plans to “expand to more community colleges in 2026-27.” This is a direct quantitative indicator.
• Number of individuals trained: The program is available to “current DSPs” and “anyone who is interested,” and the article notes that “Space in each course is limited.” The number of certificates awarded would be a key indicator of progress.
• Financial resources mobilized: The article mentions that “NCDHHS awarded $3 million in grants” as part of its workforce plan. This is a specific financial indicator.
• Number of organizations supported: The grants were awarded to “more than 140 provider agencies and employers of record,” indicating the scale of the support network.
• Reduction in workforce shortage (Implied): The entire initiative is designed to “address the critical shortage of DSPs.” Therefore, a key (though not explicitly quantified) indicator would be the change in the number of vacant DSP positions over time.
• Program accessibility: The article notes that “sessions will be offered virtually, making it easier to participate.” This is a qualitative indicator of the program’s reach and accessibility.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators’ to present the findings from analyzing the article.

Source: whky.com